tfa lead for delaware highlights
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Teach For America "Lead Delaware" HighlightsTRANSCRIPT
7/17/2019 TFA Lead for Delaware Highlights
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7/17/2019 TFA Lead for Delaware Highlights
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• The Lead For Delaware program was developed by Teach For America and the other
program partners incorporating best practices for development of leaders for schools
in high‐need environments.
• Most importantly, the program must comply with the specific requirements of
Regulation 1595.
• There are 5 requirements outlined in the regulation.
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• The first requirement is for professional development at the beginning of the
program, prior to the start of any clinical experience.
• With 350 hours of professional development hours prior to the start of the clinical
experiences, Lead For Delaware would exceed the 200‐hour requirement by 75
percent.
• All of these hours focus on competencies in the School Leader Competency
Framework, which outlines what excellent principals in high‐need schools know and
are able to do.
• This framework aligns with the current state administrator standards.
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• To allow for varied practice opportunities and feedback, Lead For Delaware’s 600‐
hour clinical experience would include both a summer administrator role and a year‐
long school‐based experience.
• For consistency, both of these experiences would be under the mentorship of the
same Principal Mentor, who must meet or exceed the state’s minimum
requirements.
• As a supplement, a group of Principal Consultants – experts in one or more particular
school leader competencies – are available to all aspiring leaders for additional 1‐on‐
1 support.
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• As required, Lead For Delaware would have 100 hours of professional development
in Year 2, during and after the clinical experience, in addition to the 350 hours in Year
1.
• These hours include 9 full‐day Saturday sessions and visits to study leadership in
excellent schools in low‐income communities.
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• Lead For Delaware’s proposal incorporates training in Delaware’s current educator
performance evaluation system and approved, alternative evaluation systems if
relevant based on participants’ home districts/schools.
• The program engages each aspiring leader in observation and feedback practice with
other teachers for several hours each month in Year 1 and requires at least one
formal observation with feedback during every week of the clinical experiences in
Year 2.
• Every aspiring leader would be required to earn DPAS certification by the end of Year
1; if they don’t, they cannot continue to Year 2.
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• Lead For Delaware’s application includes rigorous accountability systems.
• To graduate and earn a recommendation for certification, leaders must master 26
school leader competencies, meet program participation requirements, and “pass”
the School Leaders Licensure Assessment.
• Lead For
Delaware
set
the
highest
bar
in
the
country
for
a score
on
the
SLLA
– 170
out of 200.
• The Lead For Delaware program would be evaluated on 15 metrics, answering
questions such as:
• Are graduates getting school leader jobs after completing the program?
• Are partners satisfied with the program and each of its components?
• Do graduates and partners recommend the program?
• How many graduates are rated effective or highly effective with DPAS?
• How does student learning in graduates’ schools compare to student learning
in other
schools?
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• The Lead For Delaware team appreciates the questions and comments shared since
the application’s submission in August.
• This feedback has enabled the Lead For Delaware team to make several
enhancements to the proposed program.
• In September,
a revised
Lead
For
Delaware
application
was
submitted
to
the
Professional Standards Board for consideration.
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• First, the revised application reflects a program with more instruction by principals.
• At least one current or former principal will co‐facilitate every in‐house Lead For
Delaware professional development session. Based on input in the last month, 100%
of in‐house sessions will be facilitated by principals.
• The original
application
had
already
described
the
role
of
Principal
Consultants,
a hybrid role for experienced principals including both instruction and coaching, so this
change took an existing component of the proposed program and expanded it.
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• The revised application includes more information about the program faculty,
including instructors from partner organizations, Principal Consultants, and the
program director.
• The application now specifically identifies the various levels of experience among
Lead For Delaware faculty and includes many resumes from the program’s
organizational and individual partners.
• Borrowing language from the “exemplary” language in the Program Approval Rubric,
“Instructors have experience in school, district, or state leadership positions in a K‐12
setting leading and supervising teachers.”
• The application now also includes an appendix that provides some
recommendations describing the program director’s work with school leaders and
principal development in the past.
• The application now includes more background information on each of the
organizational partners in Section 2. These organizational partners play such an
important role
in
Lead
For
Delaware’s
professional
development
that
it
made
sense
to give more thorough introductions.
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• In Appendix F, there are now examples of clinical experience activities.
• The two clinical experiences included in the two‐year program are extremely
important and Lead For Delaware would ensure that they provide substantive
opportunities for aspiring leaders to practice real‐time leadership as outlined in
individualized leadership development plans.
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• Finally, three other, minor adjustments were made to the application.
• Lead For Delaware adjusted the Year 2 professional development hours and reduced
its anticipated cohort sizes to ensure that the new program is manageable for Lead
For Delaware staff, partners, and aspiring leaders.
• The revised
application
also
reflects
minor
updates
to
the
budget,
given
other
changes outlined above (such as adding more hours for Principal Consultants).
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• Ultimately, if Lead For Delaware receives state approval, Teach For America and its
partners will implement a small program, an open‐to‐all but selective program, a
very rigorous program, and a highly accountable program.
• There is more information below on the last piece – accountability.
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• Each candidate is evaluated by both the program director and the assigned Principal
Mentor. Every competency is rated on a 4‐point scale – unacceptable, developing,
effective, or exemplary.
• The candidate’s overall average rating must be at least “effective” and the rating
must be at least effective in each of the 7 clusters – or areas – of competencies (such
as instructional leadership and managing operations and systems).
• There are two external measures of performance to supplement Lead For Delaware’s
internal measures, including the state’s DPAS credentialing assessment and the
School Leaders Licensure Assessment.
• The application also details how the program would use some of these indicators as
“gateways.” For example, a participant would not be able to go onto Year 2 without a
recommendation from the assigned Principal Mentor.
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• For a program scorecard, Lead For Delaware’s application identifies 15 measures of
success.
• First, Lead For Delaware would look at progress of participants during the program.
• Second, the program would look at the performance of graduates once they are in
school leadership
positions for
three
full
years.
• Finally, there are a number of metrics that speak to the perceptions and impact of
the program itself.
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• Delaware public school stakeholders say that effective school leadership is critical in
order to address existing equity gaps in the state.
• With a variety of partners, Lead For Delaware designed a program that offers a
robust, two‐year pathway as one option for aspiring Delaware school leaders.
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